MassCUE is proud to celebrate Lisa Gogolinski as our Featured Educator for March 2026!

This Featured Educator post was written by Heather Hannon, ELA teacher at the Carroll School and member of the MassCUE Communications Committee.

If you step into Lisa Gogolinski’s classroom at Northbridge High School, you’ll immediately notice that it doesn’t look—or sound—like a traditional computer science space. Students are designing, building, testing, revising, and collaborating. There are robots navigating autonomous challenges, vinyl cutters humming in the background, and 3D printers turning digital ideas into physical prototypes. What ties it all together is Lisa’s long-standing belief that students should be active makers of technology, not passive users of it.

“I’ve always believed that students learn best when they’re creators, not just consumers of technology,” Lisa explains. “Real growth happens when they’re building something—whether it’s an app, a prototype, or a project of their own.”

Lisa currently teaches one eighth-grade computer science class along with four high school courses, including Autonomous Robotics and Makeaverse, a fabrication lab course she designed from the ground up. Before moving to the high school as part of a district restructuring, she spent 17 years at the middle school level in technology and computer science roles. Her path into CS began even earlier, with a background in elementary education (grades 1–6), teaching experience in California and Mendon-Upton, and a master’s degree in Educational Technology. Over time, her work naturally evolved into computer science, where she later earned certification.

Across grade levels, Lisa’s instruction blends standards-based learning with real-world application. On any given day, students might be programming Root robots for a “capture the flag” challenge, experimenting with sticker circuits and switches to better understand electrical flow, or analyzing digital citizenship scenarios that mirror real-life consequences. With her eighth graders, these conversations are grounded in relevance—helping students think critically about online behavior, accountability, and decision-making.

What drives Lisa’s work is designing learning experiences that feel meaningful and future-facing. “I guess that’s kind of what’s kept me going,” she shares, “is being able to find those activities that motivate kids and are good learning experiences and can mimic what might be asked of them in the future.”

That philosophy is especially evident in her project-based initiatives. Lisa has led Girls Who Code for nearly a decade and recently launched Technovation Girls at Northbridge. One student team developed ChromaLock, an accessible, color-based locker lock designed to support diverse learners. The idea grew into a Samsung grant proposal, earning funding to move the concept forward. Students are now 3D-printing prototypes and developing an accompanying app, extending the project well beyond a classroom assignment.

Lisa also coaches the school’s FIRST Tech Challenge (FTC) robotics team, collaborating with a parent co-coach whose strengths in coding complement her own. This year, the team reached a major milestone by successfully implementing autonomous mode using a Limelight camera to read QR codes—an achievement that reflects both technical growth and persistence.

A hallmark of Lisa’s program is how deeply her work integrates into the broader school community. Her classroom tools—especially the 3D printers—support projects across disciplines, from science models to athletics branding. Students regularly use Canva, vinyl cutters, and fabrication tools to produce items with real audiences and real constraints.

Not surprisingly, when asked about a can’t-live-without tool, Lisa doesn’t hesitate. “I really think 3D printers are just where it’s at,” she says. “I just think there’s so much potential with them.” Whether students are designing bubble wands for younger learners, creating objects for robotic arms to manipulate, or engineering boats with precise specifications, the printer becomes a gateway to problem-solving, iteration, and design thinking.

Lisa is also a committed learner herself. She regularly attends CSforMA events (proudly calling herself a “groupie”), participates in Blackstone Valley Workforce Hub programming, and seeks out high-quality professional development whenever she can find it. “When I see it, I jump on it,” she says, “so that I can bring it back in.” From Python courses to AI-in-education programs, her focus is always on translating new learning into immediate classroom impact.

At the heart of Lisa Gogolinski’s work is a belief in students’ potential—not just as coders or engineers, but as collaborators, creators, and problem-solvers. By giving students space to explore, build, and connect their learning to the world around them, she’s helping shape not only future careers, but confident, capable learners ready to contribute in meaningful ways.

Lisa Gogolinski’s Bio

With 18 years of experience in computer science education, Lisa is a dedicated high school teacher known for student-centered, experiential learning. A graduate of Westfield State College with a master’s degree from Fitchburg State College, she currently teaches at Northbridge High School. Lisa believes students learn best through active engagement and emphasizes creating, coding, and crafting as pathways to real-world skills. She also takes pride in connecting students with community resources, local careers, and guest speakers to extend learning beyond the classroom.

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